learningchocolate.com
Website Review: learningchocolate.com
In short: This site will really help students get better vocabulary. You can practice almost 100 different groups of words. Some groups are for beginners (numbers, colors, etc.) and some are for intermediate or even advanced students (internal organs, beef, etc.). There are five different ways to practice each group of words.
Also, you can find a nice links to other helpful sites.
For students: The pictures and the sounds are very useful for your memory. This site is easy to use. Why not do one set every night before you go to bed?
For teachers: Before doing a lesson on one of these topics, send your students to learn the vocabulary here. Then, when you start the lesson, you’ll start the lesson with a review and they’ll learn it that much better.
Review Questions Game
Review Questions Game
This is a Jeopardy like game for classes that have studied a lot of materials
Create five categories For categories, you might choose “Grammar”, “Vocabulary”, “Spelling”, “Culture Bits” and “Your Teacher”. It depends on your class and your textbook.
Create fifty questions Now, think of 10 questions for each category. Order the questions by difficulty. The easiest questions will be worth 100 points. The hardest questions will be worth 1000 points.
Set up On the board, create a grid. Label the columns with the categories. Then there should be rows for 100 point questions, 200 point questions, etc.
Create teams and play Divide the class into teams. The teams choose a category and a point value. If they get the question right, they get the points. If they get it wrong, the next team gets a chance.
Running Dictation
Running Dictation
Imagine: It’s a beautiful day out. A day that, by all rights, should be reserved exclusively for picnics and frolicking. You walk into your classroom and it’s clear the students feel the same way. Here’s an activity that the students will remember for years.
First, you need some bit of text—a paragraph from a reading in your textbook, a dialogue on the theme, or something else.
You’re going to go outside, but before you do, explain the rules of the game.
Students will be in groups of three. The playground will be divided into three sections. The first student can only move in the first section. The second student can only move in the second section and the third student can only move in the third section.
The first student should read the text and tell the second student. The second student should tell the third student. The third student should write it down.
The first team to correctly write the whole text is the winner.
Notes: If that’s clear, you can stop reading, but here are some additional notes:
Before you go outside, you might draw something like this on the board
Book/Sun Hee–> |
<–Michael–> |
<–Sasha/Paper and Pen |
Book/Yosep–> |
<–Vakhtang–> |
<–Makiko/Paper and Pen |
Book/Fatma–> |
<–Hye Young–> |
<–Pavel/Paper and Pen |
Etc. | Etc. | Etc. |
If you take a few chairs outside with you, then you could put the books and papers/pens on the chairs and insist that they stay there.
You might stay by the students with the paper and pens in order to say when they’ve finished or tell them if it’s not correct yet.
Or, you could make them just hand it in to you. If the first finishers have any mistakes, then they won’t win. The winners are the first ones to finish without any errors.
This was inspired by part of this lesson plan at the British Council’s fabulous site. Thanks!
Talk Time (Nature)
Talk Time (Nature)
This is another one-hour conversation activity. For an introduction to the series, click here. Enjoy.
Name: Talk Time (Nature)
Prep Time: None
Materials: None
Primary Objective: Build fluency on a given topic
Other Benefits: This is a good review activity or a good activity to do after you’ve worked on a theme for a little while.
Plan:
Pre-Speaking (20 minutes)
Begin by writing “Nature” on the top of the board. (The theme can be anything, but for this lesson, let’s say it’s nature.)
Now, write “tree, walk, and green” on the board. Explain that they are examples of a noun, verb, and adjective related to nature. Then ask the class for another noun, verb, and adjective related to nature. Write them on the board as well.
(Note: These words don’t have to be related to nature in a direct or even obvious way. The point is that the students are prepping themselves to use some words in the discussion they’ll have a little later. If “nature” makes them think of “hospital” because the last time they went for a hike, they had to go to the hospital, that’s fine.)
Next, the students should take out a piece of paper and write a noun, verb, and adjective of their own. Then, they should pass the paper to their left. That student should read what the last student wrote and add another noun, verb, and adjective. Then, they should pass it again. Repeat until each student has written on each sheet.
Finally, students should write three sentences using the nouns, verbs, and adjectives of whatever paper they end up with. Model it on the board. For example, if your paper looked like this:
Nouns Verbs Adjectives
Tree Walk Green
Bird Swim Beautiful
Rock Sleep Boring
You might write: I slept under the beautiful tree. OR: The green bird couldn’t swim. OR: I think rocks are boring, but sometimes I walk near them.
(Note: Again, the sentences don’t need to be great. They’re just meant to get the students using the vocabulary in a creative, if structured, way.)
Have the students share their sentences with a partner.
Pre-Speaking #2 (5 minutes)
Ask the students to suggest sample discussion questions about nature. Write a couple examples of good discussion questions on the board:
Do you often visit a forest?
Do you like nature?
What is you favorite animal?
When students suggest good questions, write them on the board. If a student suggests a bad discussion question (e.g. Did you ever see a tiger?), change it to something better (e.g. What are some animals you have seen? OR Do you like tigers? Why/Why not?). You just want to avoid questions that students won’t be able to answer or will obviously answer quickly.
Speaking (20 minutes)
Now, tell the students to discuss the questions on the board for 20 minutes. Write the time that they need to talk (e.g. 10:20-10:40) on the board. Tell them that they must speak only English for 20 minutes. If they finish discussing the questions on the board before 20 minutes have passed, that’s OK. They can talk about whatever they want, but it should be in English.
While they speak, walk around the class and talk with different groups about the questions. Demonstrate how to ask follow-up questions and encourage them to do the same.
Post-Speaking (15 minutes)
Now, discuss the questions as a class. Ask each question to one or two students and ask follow-up questions as appropriate.
Extension
Ask the students to think of topics related to nature. For instance, they might suggest: Camping, Animals, Sports, etc.
Assign one of these topics to each student (several students can have the same topic, but not if they’re sitting next to each other). The students should write five discussion questions on their topic and ask their partner the questions.
Notes:
Ideas for Homework: Find and email the teacher ten websites that have something to do with nature. (You can collect them all and send out a comprehensive list to the class.)
Modification for Lower Levels: If the level is so low that they’ll have trouble thinking of enough nouns, verbs, and adjectives related to the them; instead write down several yourself and play a game of hangman with them.
Then, have them just write down twenty nouns, verbs, and adjectives. In groups, they should circle the words that are related to nature and add to the lists if possible.
When you write the questions on the board, make sure to write sample answers next to them.
Only write five sample questions and five sample answers at a time. Instead of having them talk for 20 minutes, have them talk for five minutes. Review the questions as a class. Then write another five questions and another five sample answers on the board. Repeat for time.
Modification for Higher Levels: This should work fine for higher levels as is. Just make sure they’re using appropriately difficult vocabulary and grammar. If they’re not, cross the words out/don’t accept the question. Tell them they can do better.
Modification for Small Groups: It should be OK, but students will need to write on the same sheet of paper several times.
Modification for Private Lesson: It should be OK, but the student will have to write many vocab words and questions alone and you’ll have to keep the conversation going with good follow-up questions. Also, you’ll probably have to do the extension for time.
Modification for Different Themes: Change your example vocabulary and discussion questions to match your theme.
Deck of Cards
Deck of Cards
This is another one-hour conversation activity. For an introduction to the series, click here. Enjoy.
Name: Deck of Cards
Prep Time: None
Materials: A deck of cards
Primary Objective: Review previous themes
Other Benefits: This is a nice combination kinesthetic/visual activity.
***
Plan:
Pre-Speaking #1 (10 minutes)
On the board, write four themes that you’ve already discussed in class (For example: Getting to Know You, Travel, The Home, and Clothing).
Write a sample discussion question next to each theme (For example: What’s your favorite subject? Do you like to travel? Do you have a messy room, and Do you have a favorite shirt? Why do you like it?)
Go around the class and ask each question to a couple of students.
Now ask the students to suggest another discussion question for each topic. Write them on the board and ask each question to a couple students.
In the end, your board should look something like this:
Theme 1: Question 1 (from teacher), Question 2 (from student)
Theme 2: Question 1 (from teacher), Question 2 (from student)
Theme 3: Question 1 (from teacher), Question 2 (from student)
Theme 4: Question 1 (from teacher), Question 2 (from student)
Pre-Speaking #2 (10 minutes)
Next, write a suit next to each theme (e.g. a Heart next to Getting to Know You, a Diamond next to Travel, a Club next to The Home, and a Spade next to Clothing)
Now give each student two cards. They should write a discussion questions that match their suits. (e.g. if they have a Diamond and a Club, they’d write questions about Travel and The Home)
For students that finish quickly, give them more cards. Keep passing out extra cards until everyone has written at least two questions and time has passed.
Speaking (30 minutes)
Collect all of the cards from the students.
Have the students stand up and ask their questions to another student.
After they’ve asked and answered most of their questions, yell “find another partner!” They should find a new person and ask that person their questions.
Post-Speaking (10 minutes)
Ask the class for questions from each suit. Then ask random students the questions again as a review.
Extension
Give the students two cards again. They should now find someone else with a question on that suit’s theme and write it down. Basically, they’re just copying questions from other students, but in a complicated way.
Repeat the Speaking portion, but with their new questions.
Extension #2
Have a “follow-up” questions contest.
Bring two students to the front of the class. One student should ask one of their questions. The other student should answer.
Now, the first student should ask as many follow-up questions as possible. When they run out of follow-up questions, note how many they asked and have them sit down. Bring another two students to the front and repeat the process. See which student in the class can ask the most follow-up questions.
Notes:
Ideas for Homework: Have the students write 13 discussion questions on each topic. They should label the questions with suits and numbers. Their best question should be their “ace” question. A “two” question can be silly or stupid.
Modification for Lower Levels: It should be OK, but you may need to put the structure for discussion questions on the board in a more specific manner. So, instead of just putting examples on the board, you could also put up something like “Do you like _____?” “Yes, I like _______.” or “No, I don’t like _________.”
Modification for Higher Levels: None needed. Just make sure they’re asking appropriately open-ended questions as they write them.
Modification for Small Groups: Pass out five or six cards at the beginning. During the Speaking portion, call out a suit and discuss all of that suit’s questions as a group. Then do the next suit. You can still ask the questions again at the end. It’s good repetition.
Modification for Private Lesson: Alternate pulling cards from the deck and asking your student and having them ask you questions. If you pull a face card, you also have to ask three follow-up questions.
Modification for Different Themes: Assign different themes to the different suits.